To Infinity…and Beyond!
If I have learned anything during my time as a professional educator, it is “to expect the unexpected.” This famous motto has helped me to manage and grow my students each year. When it comes to my plans for the future, however, I know exactly where I want to be. With that thought process in mind, my goals for the future are to further my development as an educator with both students and faculty.
Starting out as a classroom teacher in 2008 at North Saginaw Charter Academy - or NSCA - I made a promise to myself: I would never become complacent or rigid in my practices. My undergraduate work at Michigan State University taught me to see teaching as an evolving art; therefore, I would not be able to become stronger in my craft if I did not adapt to finding and institutionalizing best practices in the classroom. Each year, I have added a different tool for my proverbial teaching belt. Developing my pedagogy to incorporate literacy workshop, formative assessment strategies, and classroom management techniques has helped me to create a learning environment where students feel safe, comfortable, and challenged to bring their best very day.
Each year I have taught NSCA, I have had continued success with student engagement. While I was improving my understanding of teaching, I was also providing empathy, enthusiasm, and passion into my classroom. As a result, parents and students responded well to me, culminating in me earning recognition for high marks in parent and student satisfaction on a yearly basis. My administration began to notice the work I was putting in, and started asking me to assist with other areas of the school. Having the opportunity and platform to work with my peers was truly an enjoyable experience; one that benefited me greatly.
From the very first day I was able to fill in for my vice principal, I was drawn into a different aspect of education. I was able to assist other teachers with disciplinary issues, interact with students outside of my classroom, and establish a good rapport with staff. I really wanted to help create the type of school culture I had only previously read about. My confidence really grew due to the positive reviews I was getting. Upon completion of my Masters of Arts in Education degree, I plan on returning to MSU to pursue another masters in K-12 Administration. I decided on this course of action because I felt both programs will prepare me to eventually become a principal in a K-8 school.
It was at this moment that I decided to enroll in the Masters of Arts in Education, or MAED, program. My goal was to focus on growing myself as a leader of educators. I wanted to strengthen my ability to teach literacy to a wide range of students. I took EAD classes, which gave me tangible ideas that I could take back for Professional Development presentations at my school. For instance, we discussed creating book study groups, a system where teachers would read, discuss, and formulate strategies that could be beneficial to students. Seeing how well my fellow teachers took to this idea really gave me a rush of energy that had previously been confined to my classroom!
Along with increasing my methodology (in regards to creating a positive learning environment), I also wanted to learn more about how to differentiate literacy to encompass all of my students. The issue in my classroom was not a gross negligence of my struggling readers. Rather, it was that I was not finding ways to challenge my students above grade level. Taking classes like TE 836 provided me an opportunity to fully understand and discuss literature on a deeper level. In turn, I was able to really challenge my students to examine their thinking. My students last year thrived as a result of MY own aptitude to teach reading at a more advanced level.
I recently showcased the knowledge gained from the program when I applied for a new job position at my school. After working with fifth and sixth grade over the last 6 years, I was ready for a change. I need a new challenge; more importantly I want to continue to learn more about the inner workings of a school before pursuing an administrative position. I am confident that I have the necessary skills to reach my goals.
If it was not for strategies and best practices learned in the MAED, I would not have been able to procure a job as Reading Specialist; a job that entails me teaching differentiated workshop for Kindergarten through 8th grade, as well as leading teaching learning at an administrative level. My goals aligned to give me a chance to explore a side of education I previously had no desire to take part in. I can say - with a fair amount of certainity - that my future will involve working with students, faculty, and parents. Previous to the past year, I had no desire to work with colleagues. Now I feel excitement when I apply the knowledge I learned from my courses to help other teachers become highly effective in management and methodology.
While I plan on finding great enjoyment in my current job status, I also know that to truly become a spectacular educator, you have to grow and adapt with changes. Otherwise, what kind of educator would I be? Definitely not the person I see myself as in the future.
Starting out as a classroom teacher in 2008 at North Saginaw Charter Academy - or NSCA - I made a promise to myself: I would never become complacent or rigid in my practices. My undergraduate work at Michigan State University taught me to see teaching as an evolving art; therefore, I would not be able to become stronger in my craft if I did not adapt to finding and institutionalizing best practices in the classroom. Each year, I have added a different tool for my proverbial teaching belt. Developing my pedagogy to incorporate literacy workshop, formative assessment strategies, and classroom management techniques has helped me to create a learning environment where students feel safe, comfortable, and challenged to bring their best very day.
Each year I have taught NSCA, I have had continued success with student engagement. While I was improving my understanding of teaching, I was also providing empathy, enthusiasm, and passion into my classroom. As a result, parents and students responded well to me, culminating in me earning recognition for high marks in parent and student satisfaction on a yearly basis. My administration began to notice the work I was putting in, and started asking me to assist with other areas of the school. Having the opportunity and platform to work with my peers was truly an enjoyable experience; one that benefited me greatly.
From the very first day I was able to fill in for my vice principal, I was drawn into a different aspect of education. I was able to assist other teachers with disciplinary issues, interact with students outside of my classroom, and establish a good rapport with staff. I really wanted to help create the type of school culture I had only previously read about. My confidence really grew due to the positive reviews I was getting. Upon completion of my Masters of Arts in Education degree, I plan on returning to MSU to pursue another masters in K-12 Administration. I decided on this course of action because I felt both programs will prepare me to eventually become a principal in a K-8 school.
It was at this moment that I decided to enroll in the Masters of Arts in Education, or MAED, program. My goal was to focus on growing myself as a leader of educators. I wanted to strengthen my ability to teach literacy to a wide range of students. I took EAD classes, which gave me tangible ideas that I could take back for Professional Development presentations at my school. For instance, we discussed creating book study groups, a system where teachers would read, discuss, and formulate strategies that could be beneficial to students. Seeing how well my fellow teachers took to this idea really gave me a rush of energy that had previously been confined to my classroom!
Along with increasing my methodology (in regards to creating a positive learning environment), I also wanted to learn more about how to differentiate literacy to encompass all of my students. The issue in my classroom was not a gross negligence of my struggling readers. Rather, it was that I was not finding ways to challenge my students above grade level. Taking classes like TE 836 provided me an opportunity to fully understand and discuss literature on a deeper level. In turn, I was able to really challenge my students to examine their thinking. My students last year thrived as a result of MY own aptitude to teach reading at a more advanced level.
I recently showcased the knowledge gained from the program when I applied for a new job position at my school. After working with fifth and sixth grade over the last 6 years, I was ready for a change. I need a new challenge; more importantly I want to continue to learn more about the inner workings of a school before pursuing an administrative position. I am confident that I have the necessary skills to reach my goals.
If it was not for strategies and best practices learned in the MAED, I would not have been able to procure a job as Reading Specialist; a job that entails me teaching differentiated workshop for Kindergarten through 8th grade, as well as leading teaching learning at an administrative level. My goals aligned to give me a chance to explore a side of education I previously had no desire to take part in. I can say - with a fair amount of certainity - that my future will involve working with students, faculty, and parents. Previous to the past year, I had no desire to work with colleagues. Now I feel excitement when I apply the knowledge I learned from my courses to help other teachers become highly effective in management and methodology.
While I plan on finding great enjoyment in my current job status, I also know that to truly become a spectacular educator, you have to grow and adapt with changes. Otherwise, what kind of educator would I be? Definitely not the person I see myself as in the future.